5th Grade Performance Task Development
Step 1: Learning Targets and Success Criteria
Learning Targets
W5.2 Write informative/explanatory tests to
examine a topic and convey ideas and
information clearly.
Transfer
Students will be able to independently synthesize information from multiple texts to
convey ideas and information clearly.
Success Criteria
Science Standard 2 Objective 1, 2, and 3: Relate
the building up and breaking down of Earth’s
surface over time to the various physical land
features.
I can describe how volcanoes, earthquakes, uplift, or weathering and erosion reshape
various physical land features.
I can include details from the texts to support my answer.
I can self-assess my writing using a rubric.
Step 2: Context
Text Set
Title: “Volcano”
Description: Overview of volcano formation and types.
Lexile: 880L
Qualitative Features: Science specific vocabulary but is
defined within the text. Images support the text but do
not add additional information.
http://www.worldbookonline.com/kids/home#article/ar832142
(Copy and paste the url in your search engine).
Title: “Earthquakes” (Science Weekly)
Description: Overview of earthquakes, faults, tectonic plates and seismology.
Lexile: 1010L
http://go.galegroup.com/ps/retrieve.do?sgHitCountType=None&sort=RELEVANC
ESORT&docType=Article&prodId=ITKE&tabID=T003&searchId=R2&resultListType=
RESULT_LIST&searchType=TopicSearchForm&contentSegment=&currentPosition
=2&searchResultsType=MultiTab&inPS=true&userGroupName=pioneer&docId=G
Qualitative Features: Science specific vocabulary is not
always defined in context. Many complex sentences with
several subordinate phrases. No additional links provided.
No images. Does include extension ideas.
ALE|A21168228&contentSet=GALE|A2116822
Earthquakes
Pioneer>Gales Kids Info Bits K-6>Search earthquake>earthquakes [books] (yellow
box)
Title: “Erosion and Weathering”
Description: Overview of erosion and weathering.
Lexile: 910L
Qualitative Features: Science specific vocabulary but is
defined within the text to an extent. Includes science
specific word forms that may need attention. Students in
urban environments may require more background
knowledge and/or images.
http://classic.worldbookonline.com/student/article?id=ar184160&st=erosion
Title: “Volcanoes and Earthquakes” (video)
Description: Summary of volcanoes and earthquakes. (See Lesson Plan).
Lexile: n/a
Qualitative Features:
http://www.visuallearningsys.com/subscription/middle_school/volcanoes_and_e
arthquakes
Volcanoes and Earthquakes Video:
uen.org >Pioneer Library > Digital Science Online > Subjects > Earth > Volcanoes
and Earthquakes
Title: “Weathering and Soil”
Description: Summary of weathering (See Lesson Plan)
Lexile: n/a
http://www.visuallearningsys.com/subscription/middle_school/weathering_and_
Qualitative Features:
soils
Weathering and Soils Video:
uen.org >Prioneer Library> Digital Science Online > Subjects > Earth > Weathering
and Soils
Description: Informational text on volcanoes written on a 3rd grade reading level.
Great for struggling readers.
Title: Volcanoes, by Jennifer Nault (book)
Lexile: 660L
Qualitative Features: Text features with supporting
images.
Description: Informational text on earthquakes written on a 3rd grade reading
level. Great for struggling readers.
Title: Earthquakes, by Jennifer Nault (book)
Lexile: 620L
Qualitative Features: Text features with supporting
images.
Title: Weathering and Erosion, by Torrey Maloof (book)
Lexile: 460L
Description: Informational text on weathering and erosion written on a 3rd grade
reading level. Great for struggling readers.
Qualitative Features: Text features with supporting images
and science activities.
Step 3: Performance Task
After viewing “Volcanos and Earthquakes” and “Weathering and Soil” and reading Earthquakes, Volcanoes, and “Erosion,” you will incorporate
your independent research on one of the topics to determine how forces shape our Earth. You will write a research essay in which you relate
how your topic creates landforms. Include five examples of landforms created by your chosen force. Be sure to quote accurately from the texts
to support your explanations or information. Provide a list of sources.
Step 4: Scoring Guide
3
2
Beyond Standard
Meeting Standard
Approaching Standard
Not Yet Meeting
Standard
Responds to all parts of
the prompt.
Responds to most parts of
the prompt.
Responds to some or no
parts of the prompt.
Demonstrates sufficient
understanding of
topic/text(s).
Demonstrates limited
understanding of
topic/text(s).
Demonstrates little to
no understanding of
topic/text(s).
Controlling idea or main
idea of a topic is focused,
clearly stated, and
strongly maintained.
Focus is clear and for the
most part maintained,
though some loosely
related material may be
present.
May be clearly focused
on the controlling or
main idea, but is
insufficiently sustained
or the use of evidence
from the source
material is minimal,
absent, in error, or
irrelevant.
Performance Criteria
Focus and Organization
W.5.2.a
1
4
Responds skillfully to
all parts of the
prompt.
Demonstrates a
strong understanding
of topic/text(s).
Topic is introduced
with a focused main
idea is strongly
maintained and
follows a formal style.
Logically groups
related information
into paragraphs or
sections using
definition,
cause/effect, or
compare/contrast,
including formatting.
Logically groups related
information into
paragraphs or sections,
including formatting (e.g.,
headings).
Grouping of ideas lacks
cohesion (e.g., list-like,
rambling, or repetitive).
Does not group related
information together.
Evidence and Elaboration
W.5.2.b, W.5.2.d & L.5.3
The response provides
thorough and
convincing
support/evidence for
the controlling idea or
main idea that
includes the effective
use of sources, facts,
definitions, concrete
details, quotations, or
other information and
examples.
Provides more than
five examples of
landforms with
evidence supporting
how the chosen force
shaped the forms.
Seamlessly embeds
the use of precise
language and domainspecific vocabulary.
Transitions
W.5.2.c
Use transitional
phrases to clarify the
relationships among
ideas and categories
of information.
The response provides
adequate
support/evidence for
controlling idea or main
idea that includes the use
of sources, facts,
definitions, concrete
details, quotations, or
other information and
examples.
The response provides
uneven, cursory support/
evidence for the
controlling idea or main
idea that includes partial
or uneven use of sources,
facts, definitions, concrete
details, quotations, or
other information and
examples.
Provides five examples of
landforms with evidence
supporting how the
chosen force shaped the
forms.
Provides three to four
examples of landforms
with limited evidence
supporting how the
chosen force shaped the
forms.
Uses precise language and
domain-specific
vocabulary.
Uses linking words and
phrases to skillfully
connect ideas within
categories of information.
Uses little precise
language and/or domainspecific vocabulary.
Uses linking words and
phrases appropriately to
connect ideas within
categories of information.
The response provides
minimal
support/evidence for
the controlling idea or
main idea that includes
little or no use of
sources, facts,
definitions, concrete
details, quotations, or
other information and
examples.
Provides two or fewer
examples of landforms
with limited or no
evidence supporting
how the chosen force
shaped the land forms.
Precise language and/or
domain-specific
vocabulary is absent.
Attempts to use some
linking words and
phrases to connect
ideas or uses no linking
words or phrases.
Conclusion
W.5.2.e
Conventions
L.5.1 & L.5.2
Provides an effective,
insightful conclusion
related to information
presented.
Provides a concluding
statement related to
information presented.
An adequate conclusion
related to information
presented.
Conclusion, if present, is
weak and/or is not
related to the
information presented
or conclusion is not
present.
Uses purposeful,
correct, and varied
sentence structures.
Uses correct and varied
sentence structures.
Uses some repetitive, yet
correct sentence
structure.
Does not demonstrate
sentence mastery.
Demonstrates
creativity and
flexibility when using
conventions
(grammar,
punctuation,
capitalization, and
spelling) to enhance
meaning.
Demonstrates grade level
appropriate conventions;
errors are minor and do
not obscure meaning.
Step 5: Review and Revise
Demonstrates some grade
level appropriate
conventions, but errors
obscure meaning.
Demonstrates limited
understanding of grade
level appropriate
conventions, and errors
interfere with the
meaning.